Module 6

Environmental Sanitation
Introduction
In this module, women will have an opportunity to
learn about water, refuse disposal and excreta disposal,
and how these things relate to global warming. It aims
to raise the level of awareness of women on the proper
use of the environment and how to take care of it for
good health and other benefits.
Module Objectives
The module aims to:
1. Provide the participants a better understanding of water, its
sources and uses;
2. mpart to the participants proper e!creta"human waste
disposal;
#. Teach the participants proper refuse"waste disposal;
$. Enable the participants relate proper waste to disposal with
the occurrence of man%made calamities, global warming
and climate change; and
1
&. 'uide the participants in the preparation of an action plan
focusing on the application of their learning from the
module.
Table of Contents
2
Topic Pag
e
Session Flow $
Session 1:
(ater )
Session 2:
E!creta"*uman (aste +isposal 2,
Session 3:
'arbage +isposal $1
Session 4:
'lobal (arming and -limate -hange .#
Session 5:
/ction Planning 01
Session Flow
3
Topics Methodolog Mate!ials
"eeded
Ti#e
$llot#ent
Session 1:
(ater
/ctivit2 1:
Sharing on the
3se and
Sources of
(ater
4ecture%
+iscussion
/ctivit2 2:
+emonstration
and 5eturn
+emonstration
on (ater
Purification
handouts,
Powerpoint,
4-+, laptop,
chal6,
whiteboard
mar6er,
one cup of
clean water,
one cup of
dirt2 water,
iodine
1.& hours
Session 2:
E!creta"
*uman
(aste
+isposal
/ctivit2 1:
Sharing on
(a2s of
E!creta"*uma
n (aste
+isposal
4ecture%
+iscussion
/ctivit2 2:
Sharing on
-ommon
llnesses
5elated to
handouts,
Powerpoint,
4-+, laptop,
chal6,
whiteboard
mar6er,
soap,
water for hand
washing
1.& hours
4
Topics Methodolog Mate!ials
"eeded
Ti#e
$llot#ent
E!creta"*uma
n (aste
+isposal
4ecture%
+iscussion
/ctivit2 #:
+emonstration"
5eturn
+emonstration
on Proper
*and
(ashing
Procedure
/ctivit2 $:
(or6shop on
the
dentification
of Problems
5elated to
E!creta"
*uman (aste
4ecture%
+iscussion
Session 3:
'arbage
+isposal
/ctivit2 1:
Sharing on
T2pes and
handouts,
Powerpoint,
1.& hours
5
Topics Methodolog Mate!ials
"eeded
Ti#e
$llot#ent
7ethods of
'arbage
4ecture%
+iscussion
/ctivit2 2:
(aste
-lassification
E!ercise
4ecture%
+iscussion
+emonstration"
5eturn
+emonstration
on *ow to
7a6e a
-ompost
4-+, laptop,
chal6,
whiteboard
mar6er,
meta cards,
pentel pens,
shovel and
garden for6,
piece of
bamboo
Session 4:
'lobal
(arming
and
-limate
-hange
/ctivit2 1:
Sharing on
'lobal
(arming
4ecture%
+iscussion
handouts,
Powerpoint,
4-+, laptop,
chal6,
whiteboard
mar6er,
1 hour
Session 5: 'roup /ction handouts, 1 hour
6
Topics Methodolog Mate!ials
"eeded
Ti#e
$llot#ent
$ction
Planning
Planning Powerpoint,
4-+, laptop,
chal6,
whiteboard
mar6er,
action plan
forms,
newsprint,
pentel pens,
mas6ing tape
S%SS&'" 1
(/TE5
Introduction
(ater is life. 8ne most important factor in 6eeping a health2
environment to ensure that there is a safe source of water for the
7
people in the communit2. This session will provide insights on the
importance of water and how the communit2 can secure safe
source of water.
Session Objectives
/t the end of the session, the participants should be able to:
1. +efine water and identif2 its uses;
2. dentif2 the sources of water in the communit2, and
distinguish unclean"unsafe water from clean"potable water;
#. +o the return%demonstration on the methods of purif2ing
water; and
$. dentif2 e!isting problems regarding water suppl2 and the
different resources available in the communit2 to respond
to these problems.
Estimated time
1 *our and #, 7inutes
Methodology
'roup Sharing
8
+emonstration
4ecture"+iscussion
Materials
*andouts,
Powerpoint, 4-+, laptop, chal6,
(hiteboard mar6er,
8ne cup of clean water, one cup of dirt2 water, iodine
Procedure
$cti(it 1: Sha!ing on the )ses and Sou!ces of *ate!
1. Start the discussion b2 as6ing the participants to share their
ideas on the use of water and for them to identif2 water
sources;
2. +uring the sharing, as6 the participants to elaborate their
answers based on their e!perience.
#. (rite the 6e2 words of the responses on the board and
categori9ed them under :uses; and :sources.;
$. S2nthesi9e the responses and proceed to the discussion of
the <e2 4earning Points.
Key Learning Points
9
1. *ate! is li=uid. t
comes from the
clouds in the form of
a rain. t fills the
la6es, rivers, cree6s
and seas"oceans. 5ain
is absorbed b2 the
trees and it goes
underground and
forms the water table
as illustrated in the
water c2cle
The *ate! Ccle
2+ )ses of *ate!
a. Fo! d!in,ing > water is life. f there is no water,
man and living creatures will die.
b. )ni(e!sal sol(ent > it is used to mi! all 6inds of
food li6e flour, meat, fish, coffee, sugar and others such
as cement and paste.
c. Fo! cleaning> water is use for bathing, washing
clothes and cleaning.
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d. Fo! habitat > water is home for fish, seashells, and
other animals.
3+ Tpes o! Sou!ces of *ate!
?ot all sources of water are clean or recommended for
drin6ing. The use of water from dirt2 or polluted source is
bad for the health. 3nclean water has bacteria and germs
that cause a lot of serious illness"diseases that ma2 lead to
death. Refer to Annex B (ources of !ater".
a. -ain *ate!.$cid -ain
?ormall2, rain water is considered clean and safe for
drin6ing. t has no microorganisms since it came
straight from the clouds. *owever, rain water became
polluted when placed in a dirt2 container. This ma6es it
unsafe for drin6ing.
b+ *ate! f!o# -i(e!/ C!ee, and 0a,e
(ater from rivers, cree6s, la6es and waterfalls is
polluted due to the presence of living creaures and
animal waste. People also contribute to the
contamination of water because of human acvtivities
li6e washing clothes, ta6ing a bath"swimming or
throwing garbage and even human waste in the water.
'iven this, microorganisms causing illnesses and
diseases is present in the water. (ater from these
sources is not recommended for drin6ing e!cept if it
will be boiled for # minutes or mi!ed with chemicals
that purif2 water.
11
c. *ate! f!o# 1eep *ell
(ater from deep well is not recommended for drin6ing
unless it is boiled for # minutes or it is mi!ed with
chemicals. 7eanwhile, the counting of # minutes starts
from the moment the water boils.

d. *ate! f!o# 0ocal *ate! 1ist!icts 20*13
(ater from 4ocal (ater +istricts @4(+A is considered
clean
Sources of (ater
12
e. 4ottled Mine!al *ate!
The new addition to the sources of water is the bottled
mineral water. (ater from the natural sources is getting
contaminated and unsafe that it gave birth to a new
industr2, the bottled mineral water business. Bottled
mineral water is safe to drin6 because it is :treated; and
purified. t is available in supermar6ets, groceries and
even in neighborhood stores. (ater stations also
sprouted ever2where selling bottled water but the2 have
the option of selling in bigger containers li6e in gallons.
13
$. 4oiling is the easiest wa2 to purif2 water. 8nl2 # minutes
is needed to ma6e water safe for drin6ing. The counting of #
minutes starts when the water starts to boil and not at the time
when the 6ettle is placed on the stove.
4oiling *ate! as a *a of *ate! Pu!ification
14
&. The proper measurement in using chemical in purif2ing
water is 1.2&C sodium h2pochlorite"na@hoclA2 as
stipulated in the +epartment of *ealth @+8*A
/dministrative 8rder D 2,,0%,,,& dated Eanuar2 1&, 2,,0.

8n 1.2&C Sodium *2pochlorine @ ?a@*8-A2:
Sodium h2pochlorine @1.2&C volume"volume solutionA is
clear green 2ellow li=uid chlorinated bleach. t is an
al6aline chemical @p*F%11.&A, which is lower in
concentration than the usual household bleach @G&C
volume"volume solutionA. *igher concentration is used for
industrial purposes. The chlorite ion is formed b2 the
reaction of chlorine dio!ide with water, which is an
effective disinfectant in 6illing bacteria and microorganism
in treatment water facilities. Sodium h2pochlorite is less
effective in highl2 turbid water and in pathogens li6e
amoeba.
Sodium h2pochlorite at 1.2&C concentration is a mild to
moderate irritant. t causes e2e and s6in irritation.
*owever, since the solution is so diluted that it generall2
causes no s2mptoms when it touches the s6in or the e2e.
15
Procedure
$cti(it 2: 1e#onst!ation and -etu!n51e#onst!ation on
*ate! Pu!ification
1. *ave the materials read2 for the
demonstration and return demonstration.
2. 5emember that the container and its lid
cover should be properl2 washed with cleansing solution or
soap and water before filling it up. Even the faucet should
be washed well. The faucet should be covered with clean
plastic wrap or cloth when not in use to prevent from
possible contamination from flies and other insects.
16
#. nstruct the participants to observe while the
demonstration is going on.
$. +o the demonstration first, b2 following the
water treatment procedure mentioned below:
a. Hill the container with water and cover it. The
container should hold at least & gallons @2, litersA.
b. /dd #.& ml @appro!imatel2 I teaspoonA of 1.2&C
?a@*8-A2 to 2, liters of water. deall2, the
h2pochlorite solution is pac6aged in a bottle with a #.&
ml measuring lid or cap that can be used for dosing.
The amount of the chlorine solution should be
proportioned to the volume of water to be treated in
case a 2,%liter container is not available.
(hen smaller or bigger containers are used the chlorine
dosage should be adJusted. /llow a small air space to
facilitate mi!ture of chlorine solution.
c. -over the solution after using it. Be sure the lid is
properl2 placed.
d. Sha6e the container to allow mi!ing. 4et the water
to stand for at least #, minutes before using the treated
drin6ing water. The smell of chlorine will indicate the
water is properl2 treated while it will slowl2 wea6en is
6ept longer on storage.
e. 3se the containerKs faucet when ta6ing treated
drin6ing water. 3se clean glass or small container
17
when getting treated water. -over the faucet with
plastic wrap or cloth when not in use.
&. 'ive the participants the chance to do the
return demonstration.
Application
Hor the participants to:
1. /void drin6ing contaminated water.
2. Practice water purification to have safe drin6ing water at
home.
Synthesis
(ater has a variet2 of purposes in life. (ater is used for drin6ing,
as a universal solvent, for cleaning and for habitat. There are a
variet2 of sources of water also. There are rain water; water from
the river, cree6 and la6e; water from deep well, water from 4ocal
(ater +istricts and bottled water. But not all the water coming
18
from these different sources of water is safe for drin6ing. (ater
from the 4ocal (ater +istrict and bottled water is safe for
drin6ing. (ater from the deep well has to be e!amined first if it is
potable.
S%SS&'" 2
%6C-%T$. 7)M$" *$ST%
1&SP'S$0
Introduction
The first and foremost important factor to having environmental
sanitation is for ever2 household in the communit2 to have a toilet
for proper e!creta"human waste disposal. This session will discuss
the importance of having proper human waste disposal in the
home.
Session Objectives
/t the end of the session, the participants should be able to:
19
1. ?ame the different t2pes of toilet or wa2s of human waste
disposal;
2. Enumerate the illnesses caused b2 unsanitar2 human waste
disposal;
#. Practice the proper hand washing procedure; and
$. +iscuss various resources available within and outside of
the communit2 for proper human waste disposal.
Duration
1 *our and #, 7inutes
Methodology
'roup Sharing
4ecture"+iscussion
Materials
*andouts,
20
Powerpoint, 4-+, laptop, chal6,
(hiteboard mar6er,
Soap,
(ater for hand washing
Procedure
$cti(it 1: Sha!ing on *as of %8c!eta.7u#an *aste
1isposal
1. Start the discussion b2 as6ing the participants to share their
ideas on e!creta"human waste disposal.
2. +uring the sharing, as6 the participants to elaborate their
answers based on their e!perience.
#. /s6 the participants what the2 thin6 are the illnesses
caused b2 improper e!creta"waste disposal.
$. (rite the 6e2 words of the responses on the board.
&. S2nthesi9e the responses and proceed to the discussion of
the <e2 4earning Points
21
Key Learning Points
1. There are different tpes of toilet, as follows:

a+ Flushed Toilet
This is a toilet with tan6 for flushing the human waste.
t is assumed that water is stored in the tan6. There is a
need to flush the toilet after use.
b+ *ate!5Sealed Toilet
This is a toilet that has no accompan2ing tan6. n
flushing it, people should use whatever water is
available, either from stored fetched water in drums or
pails; or water direct from the faucet.
Procedure
$cti(it 2: Sha!ing on Co##on &llnesses -elated to &#p!ope!
%8c!eta.7u#an *aste 1isposal
1. Start the discussion b2 as6ing the participants to share their
ideas on the common illnesses related to e!creta"human
waste disposal.
2. (rite the 6e2 words of the responses on the board.
22
#. S2nthesi9e the responses and proceed to the discussion of
the <e2 4earning Points
Key Learning Points
1+ Co##on &llnesses
The discussion on the -ommon llnesses came from <e2
*ealth 7essages for Emergencies: Philippines, a
publication of the +epartment of *ealth @+8*A in 2,,0 as
enriched b2 information available from the internet.
7eanwhile, particular to the discussion on *uman
Parasites, the information came from the
www.allerg2escape.com.
$+ Co##on &llnesses
1+ 1ia!!hea
1esc!iption t is the passage of loose and water2 stools @more
than # bowel movements per da2A often associated
with gassiness, bloating, and abdominal pain. t ma2
also be accompanied b2 nausea, vomiting, and fever.
P!e(ention Proper waste and e!creta disposal
Thorough washing of hands with soap and water
Causes
Lirus > Rotavirus, #epatitis B virus
Bacteria > cholera, shigella
ntestinal parasites > $, histolytical,
pinworm
23
These microorganisms are usuall2 spread b2
contaminated hands, or through food and water
Mode of
T!ans#ission
ngestion of contaminated food and water
Signs and
S#pto#s
Passage of water2 stools at least #! a da2
E!cessive thirst
Sun6en e2eballs and fontanels
Manage#ent.
&##ediate
T!eat#ent
5eplace bod2 fluid and salt b2 giving 8ral
5eh2dration Solution @85ES84A, rice soup
@amA to replace bod2 fluid
+rin6 water, especiall2 if there is fever
Eat to prevent or minimi9e nutritional damage
Thorough hand washing to prevent
contaminate hands
-onsult the doctor if diarrhea is severe in
children and elderl2
7onitor the sic6 person
%ffects
+eh2dration
+eath in children and elderl2 due to severe
deh2dration
2+ Chole!a
1esc!iption /cute gastro%intestinal disease characteri9ed b2
water2 diarrhea
P!e(ention
+rin6 onl2 safe and clean water
f unsure, boil water
-over food to 6eep it awa2 from insects and
rats
(ash and coo6 food properl2
Sanitar2 disposal of e!creta " human waste
3se toilet properl2 and 6eep toilet clean
(ash hands thoroughl2 after using toilet and
before eating
24
<eep surroundings clean to prevent insects
and rats from breeding
Causes Librio cholera bacteria
Mode of
T!ans#ission
Eating food or drin6ing water contaminated b2
human waste
Signs and
S#pto#s
Sudden onset of fre=uent painless water2
stools
Lomiting
5apid deh2dration @sun6en fontanels,
wrin6led and dr2 s6in
Manage#ent.
&##ediate
T!eat#ent
'ive 85ES84 r a homemade solution of 1
teaspoon of salt and $ teaspoon of sugar
mi!ed in 1 liter of water
f diarrhea persists, consult the doctor
3+ Tphoid Fe(e!
1esc!iption &t is a life%threatening illness with fever of at least &
da2s accompanied b2 wea6ness, constipation,
diarrhea and abdominal discomfort
P!e(ention Boil water for drin6ing
(ash thoroughl2 vegetables and fruits,
especiall2 those which are eaten raw
-oo6 food properl2
-oo6 food well
-over food to 6eep it awa2 from insects and
rats
(ash hands thoroughl2 after using toilet and
before eating
<eep surroundings clean to prevent insects and
rats from breeding
25
'et vaccinated from t2phoid fever
Causes Salmonella t2phi that lives onl2 in humans
Mode of
T!ans#ission
ngestion of food and water contaminated with
human waste
Persons with t2phoid fever carr2 the bacteria in
their bloodstream
Signs and
S#pto#s
Sustained high fever
*eadache
(ea6ness
4oss of appetite
+iarrhea or constipation and abdominal
discomfort
n some cases, rash of flat, rose%colored spots
Manage#ent.
&##ediate
T!eat#ent
-onsult a doctor
%ffects nfection
ntestinal bleeding
7eningitis
+eath
4+ 7u#an Pa!asites
7u#an Pa!asites
1esc!iption
7u#an Pa!asites are organisms that live inside the
human bod2 the2 become the hosts. The2 depend on
their host for survival. The2 consume the food and
nutrients. The2 can destro2 tissues and cells. The2
produce to!ins that ma6e people ill.
Signs and
S#pto#s
+iarrhea with foul%smelling stool becomes
worse in the later part of the da2
Sudden changes in bowel habits
@constipation that becomes soft and water2A
-onstant rumbling and gurgling in the
stomach area unrelated to hunger and eating
*eartburn or chest pain
26
Hlu%li6e s2mptoms li6e coughing, fever and
nasal congestion
Hood allerg2
tching around the nose, ears and anus,
especiall2 at night
4oss of weight with constant hunger
/nemia
/n!iet2 caused b2 the metabolic waste
products of the parasites
8ther S2mptoms
Blood in the stool
Bloating
ntestinal obstruction
Sore mouth and gums
E!cessive nose pic6ing
'rinding teeth at night
-hronic fatigue
7uscle aches and pains
Shortness of breath
7emor2 loss
Co##on Pa!asites
1+ Pinwo!#
1esc!iption Pinworm is the most common parasites. 4ives in the
colon but la2s eggs outside the hostKs bod2.
P!e(ention
(ash hands thoroughl2
+o not use clothes and share bed sheets of
infected person
Mode of
T!ans#ission
3nclean hands, clothes and bed sheets
Signs and
S#pto#s
rritation and scratching in the anal area
2+ 7oo,wo!#
1esc!iption /n intestinal human parasite that begins life outside
the bod2, in soil or water, where humans become
27
infected. This worm attaches itself to the human
intestines where it drin6s blood
Mode of
T!ans#ission
+rin6ing of water that contains hoo6worm
larvae
ngestion of contaminated fruits and vegetables.
Signs and
S#pto#s
(ea6ness
/bdominal pain
?ausea
+iarrhea
/nemia
3+ -oundwo!#
1esc!iption The most common parasite in the world. t is as large
as a writing pencil.
Causes ngesting the eggs which can be in the soil, fruits and
vegetables. The eggs find their wa2 from the
intestines to various organs where the2 can cause
severe damage.
Signs and
S#pto#s
(eight loss
(ea6ness
nfection
/bdominal pain
4+ Tapewo!#
1esc!iption t is common in dogs and cats but rare in
humans. t lives in the intestine where it steals
valuable nutrients and e!pel dangerous waste.
The human host ma2 not show an2 s2mptoms.
Causes *uman swallowing fleas that are infected with
tapeworm larvae
Signs and
S#pto#s
7ineral imbalance
Bloating and gas
28
+i99iness
*unger pains
:Hu992; thin6ing
+igestive problems
Sensitivit2 to touch
/llergies
5+ 0i(e! Flu,e
1esc!iption / flat worm that attac6s the hostKs liver b2
causing inflammation and ma6ing holes. t can
survive in a human host for #, 2ears.
Causes Eating undercoo6ed fish, contaminated
vegetable, human feces used as fertili9er, or b2
drin6ing or swimmingA in contaminated water.
Signs and
S#pto#s
Enlarged liver
Pain in the rights side of the bod2
+epression
Edema
Lertigo
Bile stones
2. To prevent the spread of illnesses, do the Proper *and
(ashing Procedure as encouraged b2 the ?ational -enter
for +isease Prevention and -ontrol, ?ational -enter for
*ealth Promotion of the +epartment of *ealth, as follows:
29
a. (ash hands and wrist. /ppl2 soap.
b. 5ight palm over left, left over right.
c. Palm to palm, fingers interlaced.
d. Bac6 fingers to opposing fingers interloc6ed.
e. 5otational rubbing of right thumb clasped in left palm
and vice versa.
f. 5otational rubbing bac6wards and forwards with tops
of fingers and thumb of right hand in left and vice
versa.
+o the procedure while
singing :*app2
Birthda2; two times. /nd
be reminded to %&ake it
a habit to wash hands
with soap and water.'
(he )roper !ay of
!ashing #ands is
shown below
llustration courtes2 of
+epartment of *ealth
t is necessar2 to wash hands:
30
1. Before preparing " coo6ing food
2. Before and after eating
#. /fter snee9ing or coughing to avoid getting infected b2
diseases transmitted via airborne respirator2 droplets from an
infected person
$. /fter using the toilet
&. Before carr2ing a bab2
.. (hen 2our hands are dirt2
This is the wa2 to do it:
:(ash 2our hands with soap for 2, seconds or sing two M*app2
Birthda2K songs as guide. This is to ma6e sure to clean the fingers
and the parts in between fingers where disease%causing germs ma2
accumulate.;
Procedure
$cti(it 3: 1e#onst!ation.-etu!n 1e#onst!ation on P!ope!
7and *ashing P!ocedu!e
1. 7a6e sure that there is soap available and water is
sufficient for this activit2.
2. f possible, conduct this activit2 in a place where there is a
sin6 with running water from the faucet. f such is not
31
available, be innovative. Be read2 with a pail or basin with
water, and a dipper.
#. 'ather the participants so the2 can observe the
demonstration. The facilitator shows the proper hand
washing procedure. (hile doing this, the participants
should sing :*app2 Birthda2; twice.
$. /fter the facilitator, as6 for volunteers who will do the
return%demonstration.
Application
Hor the participants to:
1. 7a6e it a habit to do the proper hand washing procedure to
avoid getting sic6.
2. Share the learning with other members of the famil2.
ote to the !acilitator
)romote the proper handwashing procedure to the
participants. $mphasi*e that washing with soap and
32
water should not be done in a hurry to make sure that
hands will be clean.
Procedure
$cti(it 4: *o!,shop on the &dentification of P!oble#s
-elated to %8c!eta. 7u#an *aste
1. +ivide the participants into groups of five.
2. 'ive the groups 1& minutes to identif2 problems that the2
have encountered related to e!creta" human waste.
#. /s6 the groups to identif2 their reporter who will share the
results of their discussion.
33
?!
?!
Processing
1. /s6 the participants the following =uestions:
a+ $ffecti(e 0e(el
(hile 2ou are undergoing the activit2, what was
2our reactionN
b+ Cogniti(e 0e(el
(hat did 2ou learn from the e!erciseN
2. S2nthesi9e the responses and proceed to the discussion of
the <e2 4earning Points.
Key Learning Points
1+ P!oble#s -elated to &#p!ope! %8c!eta.7u#an *aste
1isposal
a. The famil2 does not have their own comfort room
@or toilet bowlA.
b. 4iving in a cramped place that there is no space left
for a comfort room"toilet.
c. ?o access to public comfort room.
d. ?o water source"inaccessible water suppl2.
34
e. 'eographical location @especiall2 in remote
baranga2sA
f. +o not have mone2 to build own comfort
room"toilet.
g. 4ac6 of information on the negative effects of not
having a comfort room and improper human waste
disposal.
2+ 4eing Sic, due to &#p!ope! 7u#an *aste 1isposal."o
$ccess to Toilet
The following could have been raised from the wor6shop
on how to get sic6 due to improper human waste
management:
a. There is no comfort room"toilet.
b. The dog ate the scattered human waste.
c. The dog entered the house.
d. -hild pla2ed on the floor with dog @or an2 petA that
was dirt2 with human waste.
e. The mother carried her child who pla2ed with the
dirt2 dog"pet.
35
f. The mother did not wash her hands properl2 before
she prepared the meals"food of the famil2.
g. The famil2 ate the food prepared in unsanitar2 wa2
b2 the mother.
h. The whole famil2 ended up having diarrhea.
This shows that improper e!creta"waste disposal leads to
illness.
Below is a visual presentation how diarrhea spread due to
improper e!creta" human waste disposal
36
3+ 1isposal of Soiled 4ab 1iape!
/ big concern among mothers now is how to dispose the
used diaper of their babies and 2oung children, especiall2
those soiled with feces.
The soiled diaper should be folded nicel2 to ma6e sure that
the e!creta will be 6ept in place and will not fall off. Place
the used diaper inside a plastic bag and ma6e a tight 6not
using the two handles to close the plastic bag before
throwing it in a covered trash can. +o not forget to do the
proper hand washing with soap and water after doing
disposing a soiled diaper.
Application
Hor the participants to:
1. Practice proper e!creta"human waste disposal.
2. 7a6e it a habit to do the proper hand washing to prevent
getting sic6.
37
3. Share the learning with other members of the famil2.
Synthesis
Two main t2pes of human waste disposal are flushed toilet and
water%sealed toilet. *aving a toilet in ever2 home helps prevent
occurrence of illness in the household and communit2 such as
diarrhea, cholera, t2phoid fever, human parasites.
To prevent the spread of illness, ever2 household should have a
comfort room proper and proper hand washing should be observed
after using the comfort room. +isposal of soiled bab2 diaper
should also be properl2 disposed b2 putting them in a closed
garbage can. /gain proper hand washing should be done.

ote to the !acilitator
+et the participants reali*e the connection of not having
proper excreta,waste disposal with getting sick. Impress
to the participants that the illness that can be ac-uired
can even lead to death.
38
39
S%SS&'" 3
9$-4$9% 1&SP'S$0
Introduction
*aving proper waste disposal in the home is a must to 6eep the
environment clean and health2 to live with. This session will
provide discussion on waste minimi9ation and proper waste
management.
Session Objectives
/t the end of the session, the participants should be able to:
1. dentif2 the different t2pes and methods of garbage
disposal
2. +iscuss policies and legislations concerning environmental
sanitation;
#. dentif2 e!isting problems regarding refuse disposal and
their proposed solutions;
$. 4earn and practice the reduce, reuse, rec2cle @#5sA; and
&. +emonstrate the scientific preparation of compost.
40
Estimated time
1 *our and #, 7inutes
Methodology
'roup sharing and discussion
4ecture
Materials
*andouts,
Powerpoint, 4-+, laptop, chal6,
(hiteboard mar6er,
7eta cards, pentel pens,
shovel and garden for6, piece of bamboo
41
Procedure
$cti(it 1: Sha!ing on Methods of 9a!bage 1isposal
1. /s6 the participants how the2 dispose their garbage.
2. (rite their responses on the board.
#. S2nthesi9e the responses of the participants and proceed to
the discussion of the <e2 4earning Points.
Key Learning Points
1+ Tpes of 9a!bage
'arbage is also called refuse or waste.
a+ 4iodeg!adable
4iodeg!adable waste is waste that t2picall2 originates
from plant or animal sources which ma2 be bro6en
down b2 other living organisms.
%8a#ples: left%over food, leaves, wood, paper
42
b+ "on54iodeg!adable
43
"on5biodeg!adable waste cannot be bro6en down b2
other living organisms.
%8a#ples: tin cans, plastic bottles, roofing materials
Procedure
44
$cti(it 2: *aste Classification %8e!cise
1. Prior to the conduct of the training, write down the
following different e!amples of waste on metacards @one
item per metacardA which will be distributed to the
participants:
Hruits O Legetables
Peelings
Spoiled Hood"4eftovers
Legetables Trimmings
Hish Scales
Egg Shells"Sea Hood
Shells
/nimal Entrails and
-arcasses
-orn -obs O
Sheets"5ice *ulls
Peanut Shells
(et ?ewspaper"
-ardboards
(et Papers"-artons
-oconut Shells O
*us6s"Seeds
'arden"'rass
-lippings
Pet 7anure
Poultr2" 4ivestoc6
7anure
-hipped Branches"
Sawdust
+r2 papers" newspaper
+r2 cardboards"
cartons
Plastic container
Bro6en glasses
'lass bottles
Plastic bottle cap
Toner cartridge
-omputer casing
-omputer in cartridge
PL- pipes
PE pipes
Sando bags
Pac6ing wrappers
St2ropor"foams
-igarette butts
(orn out plastic sac6s
+irt from sweeping
(orn out rags
Sanitar2 nap6ins
+isposable diapers
Plastic straw
Barbershop"
parlor waste
*ousehold medicine
bottles
Bro6en ceramics
-olored bro6en glasses
-oco fiber from
cushions
Paint"thinner containers
45
Plastic material
Plastic water bottles
Tin O aluminum cans
ron steel
4ead%acid batteries
TL sets"radio"stereos
(ashing
machine"dr2ers
Stove"ref"dishwashers
Bro6en furniture"filing
cabinet
Boo6 cases"bed O
cushions
5ubber tires"oil filters
'arden debris
Spra2 canisters
*ousehold batteries
Pharmaceutical waste
Spoiled"spilled"e!pired
cosmetic waste
Bro6en tiles"lamps
2. nstruct the participants to classif2 the waste in the
metacards assigned to them according to the matri! cited
below. +uring the session, this matri! should be posted in
front of the lecture room.
4iodeg!adable -ecclable -esidual Special.4ul,
#. Process and s2nthesi9e the wor6shop outputs and proceed
to the discussion of the <e2 4earning Points.
46
Key Learning Points
5eference for this session is +8* *ealth -are (aste 7anagement
7anual published in 2,,$.
1+ *aste Mini#i:ation
n addressing waste management, waste minimi9ation is
beneficial not Just to the waste receiving environment but
also to the waste producers. f waste minimi9ation is to be
underta6en, it is important to develop a good baseline data
of the amount of waste generated prior to implementation
of the waste minimi9ation program.
There are several measures that can be instituted to achieve
waste minimi9ation including the following:
a+ -eduction at sou!ce
Some !eduction involves measures that either
completel2 eliminate use of a material or generate less
waste.
b+ -e5use
-e5using is not onl2 finding another use for a product,
but more importantl2, re%using the product over and
over again for a given function as intended. Promoting
47
re%use entails the selection of reusable rather than
disposable products whenever possible.
c+ -eccling
-eccling is collecting waste and processing it into
something new. 7an2 items can be rec2cled such as
organics, plastic, paper, glass, and metal.

d+ Seg!egation of *aste

Seg!egation is an important step in waste management.
There are several reasons to underta6e waste
segregation:
it minimi9es the amount of waste that needs to
be managed as bio%ha9ardous or ha9ardous waste;
facilitates eas2, safe, and cost%effective waste
management through rec2cling or composting; and,
it reduces the amount of to!ic substances
released to the environment.
2+ Solid *aste Manage#ent 9uidelines
5epublic /ct ?o. 1,,# or the Ecological Solid (aste
7anagement /ct of 2,,, calls for the mandator2 segregation
of waste at source. Segregate solid waste into four
48
classifications and provide properl2 labeled containers for
each: biodegradable, rec2clable, residual and special waste.
*aste Classification 9uide
4iodeg!adable -ecclable -esiduals Special.4ul,
Hruits and
vegetables
Peelings
Spoiled
food"leftovers
Legetables
trimmings
Hish scales
Egg shells"sea
food shells
/nimal entrails
and carcasses
-orn cobs and
Sheets"rice hulls
Peanut shells
(et newspaper"
cardboards
(et
papers"cartons
-oconut shells
and hus6s"seeds
'arden grass
-lippings
Pet 7anure
Poultr2"
livestoc6
7anure
-hipped
Branches"
Sawdust
+r2 papers
and newspaper
+r2
cardboards and
cartons
Plastic
container
Plastic
material
Plastic water
bottles
Tin and
aluminum cans
ron steel
Bro6en glasses
'lass bottles
Plastic bottle
cap
Toner
cartridge
-omputer
casing
-omputer in6
cartridge
PL- pipes
PE pipes
Sando bags
Pac6ing
wrappers
St2ropor and
foams
-igarette butts
(orn out
plastic sac6s
+irt from
sweeping
(orn out rags
Sanitar2
nap6ins
+isposable
diapers
Plastic straw
Barbershop and
beaut2 parlor
waste
*ousehold
medicine
bottles
Bro6en
ceramics
-olored bro6en
glasses
-oco fiber
from cushions
Paint"thinner
containers
Spra2 canisters
*ousehold
batteries
Pharmaceutical
waste
Spoiled"spilled"
e!pired
cosmetic waste
Bro6en
tiles"lamps
4ead%acid
batteries
TL
sets"radio"stereo
s
(ashing
machine"dr2ers
Stove"
refrigerator"dish
washers
Bro6en
furniture"filing
cabinet
Boo6 cases"bed
and cushions
5ubber tires"oil
filters
'arden debris
49
#. Policies and 0egislations
a. -epublic $ct "o+ ;<4= 2Clean $i! $ct of 1===3
The Clean $i! $ct of 1=== prohibits the incineration of
biomedical wastes, effective on Eul2 10, 2,,#. t
promotes the use of state%of%the%art, environmentall2
sound, and safe non%burn technologies for the handling,
treatment, thermal destruction, utili9ation, and disposal
of sorted, unrec2cled biomedical and ha9ardous wastes.
5/ )0$1 defines non%burn technologies as those
technologies used for the destruction, decomposition or
conversation of wastes other than through the use of
combustion and which compl2 with at least one of the
following conditions @Section 2, 5ule PPL, 5/
)0$1A;

The environment within the destruction
chamber is free of o!2gen.
Hire is not used in the destruction chamber.
The source of heat is not fire.
/ heat conducting material or medium whether
it is a solid, li=uid, gaseous, sol or gel form is used
to destro2 the waste.
b+ -epublic $ct "o+ =>>3 2%cological Solid *aste
Manage#ent $ct/ 2>>>3
The %cological *aste Manage#ent $ct of 2>>>
mandates the segregation of solid wastes at the source
including households and institutions li6e hospitals b2
using a separate container for each t2pe of waste from
50
all sources @Section 21, /rticle 2, 5/ 1,,#A. *owever,
the term :solid waste; specificall2 e!cludes infections
waste from hospitals such as e=uipment, utensils,
laborator2 wastes pathological specimens, disposable
formats, and similar disposal materials @Section #@2A,
/rticle 2, 5/ 1,,#; Section 1, 5ule , +E?5 /8
2,,1%#$A.
-ollection and transport of segregated general wastes or
non%infectious wastes are covered b2 5/ 1,,# and ma2
be bought to a landfill for disposal. The collection and
transport of infectious biomedical wastes or ha9ardous
wastes are governed b2 5/ .1.1 and cannot be
disposed in open dumps or landfill. The infectious
wastes once disinfected ma2 be treated similar to a
general waste.
4+ 1iffe!ent *as to 1ispose 9a!bage
a. Heed it to the animals.
b. /llow it to decompose in a compost pit, above%
ground composting and barrel composting.
&. Co#posting is the biological decomposition @rotting and
deca2ingA of plant residues, farm animal manures, and
6itchen scraps under controlled conditions. 8nce these
materials are completel2 deca2ed, the end product is called
co#post+
.. / co#post is a mi!ture of deca2ed organic matter that is
earth2, dar6 and crumbl2. t is from leaves and manure,
51
used to improve soil structure and provide nutrients. t will
be used as fertili9er.
0. The usual co#post pit is a # feet ! # feet digging in a semi%
shaded area where deca2ing organic materials are placed
for it to become compost.
;+ )nde!g!ound Co#post Pit
a. +ig into a underground deep level that would serve
as place of biodegradable waste"trash
b. -over the waste or trash with a small amount of soil
to avoid insects"animals from getting nearer.
c. Place a tube made of connected cans with holes.
The installed tube must be placed outside the compost
d. /fter ., da2s the decomposed waste can be use as a
fertili9er to plants.
Below is the visual presentation of underground compost pit:
52
Q
There are also variations and innovations in ma6ing a
compost pit as shared b2 EoJo 5om, 4ivelihood 7anager of
%Buklod (ao,' nc., a PeopleKs 8rgani9ation based in San
7ateo, 5i9al where protection of the environment is one of
their main programs. dentif2ing the compost pit suited for
the area, depends on the available space. Below are the
variations of composting:
Co#post 4a!!el fo! sto!ing of co#post
53

%nd P!oduct: Co#post
=+ $bo(e59!ound Co#posting

a. 4oo6 for a discarded drum.
b. -ut the drum in two halves
c. Lariation:
nstead of a drum cut lengthwise, Just get an empt2
barrel"container of lard from an2 ba6er2. 5etain the
cover, bore hole along the sides and the bottom. Elevate
this barrel and place a basin under the elevated barrel
for to collect the garbage Juice @leachateA.
54
d. -lean the two materials from an2 to!ic residuals that
the2 ma2 contain
e. Bore holes at the bottom part
f. nstall the halved drum on top of two hollow bloc6s or
similar items for elevation
g. Biodegradables li6e leaves, fruit feelings, etc. ma2 now
be placed into the elevated receptacle.
h. Sprin6le water for moisture.
i. Sprin6le some amount of composted soil over the each
la2er of biodegradables.
J. Sprin6le activator @optionalA to hasten decomposition.
6. -over the receptacle for heat
55
l. 8verturn the decomposing biodegradables for aeration
ever2 da2. /lso ensure there is sufficient moisture.
m. +o not remove the cover to protect it from being
drenched b2 the rain, if the receptacle is outdoors.
n. 4et the decomposition proceed the natural wa2, until
such time that 2ou have compost soil out of the
collected biodegradables.
1>+ 4a!!el Co#posting at ho#e
a. Secure a compost barrel @this is a medium si9e buc6et
with removable cover on top, holes at the sides and
bottom, and a leachate collection basin at the bottom
part @such barrel is being produced b2 :Buklod (ao'A.
b. nstruct ever2 member of the famil2 to place all
vegetable peelings and 6itchen wastes into the compost
barrel.
c. 8nce the compost barrel is filled with 6itchen waste,
pour the contents into the above ground composting
receptacle.
56
d. 5etrieve the garbage Juice @lecheateA from the
collecting basin. This can become the li=uid fertili9er
for the plants b2 mi!ing 2 tablespoons of lecheate, 1
liter urine, $ liters water used in washing rice grains
(hugas bigas". (ait for 1 wee6 for curing. /fter 1
wee6, li=uid fertili9er is available.
Procedure
$cti(it 3: 1e#onst!ation.-etu!n 1e#onst!ation on 7ow to
Ma,e a Co#post Pit
1. 7a6e sure that the materials needed for the
demonstration"return%demonstration in preparing a compost
pit are available li6e garden for6 or shovel as well as
samples of biodegradable and non%biodegradable garbage.
2. The area where the compost pit has been identified.
#. nvite the participants to go to the area where the compost
pit will be made. The facilitator should be read2 to do the
demonstration after stud2ing carefull2 the steps involved.
$. Enumerate the things needed for the preparation of a
compost pit.
&. Hor the activit2 to be interactive, as6 the participants what
garbage from the samples should go into the compost pit
and tr2 to segregate them.
57
.. The facilitator will do the demonstration.
0. /fter the demonstration, volunteers from the participants
will be given the chance to prepare a compost pit, too.
).
Processing
1. /s6 the participants the following =uestions:
a+ $ffecti(e 0e(el
(hile 2ou are listening to the demonstration, what
was 2our reactionN
b+ Cogniti(e 0e(el
(hat did 2ou learn from the activit2N
Application
Hor the participants to:
1. Practice waste segregation.
2. 7a6e their own composting at home based on their
preference.
58
?!
?!
Synthesis
Proper garbage proposal is strongl2 supported b2 5/)0$1 or -lean
/ir /ct of 1111 and 5/ 1,,# or the Ecological Solid (aste
7anagement /ct of 2,,,.
'arbage also called as refuse or waste has two main categories >
biodegradable and non%biodegradable. The first one originates
from plant or animal sources, while the other one comes plastic,
cans, plastic bottles and roofing materials.
-omposting > biological decomposition of biodegradable waste
materials is one wa2 of disposing garbage. 3nder composting are
underground compost pit, above%ground composting and barrel
composting at home.
'arbage though can also be minimi9ed through reduction at
source, re%use, rec2cling and segregation of waste through Solid
(aste 7anagement.
59
S%SS&'" 4
'48B/4 (/57?'
/?+ -47/TE -*/?'E
Introduction
'lobal warming and climate change is a given fact that is
happening nowada2s. n this session, this will be discussed wh2
and how global warming and climate change occurs to understand
and find wa2s to help prevent its further effects in the environment.
Session Objectives
/t the end of the session, the participants should be able to:
1. 3nderstand global warming.
2. 3nderstand the causes and effects of global warming.
Estimated time
60
1 *our
Methodology
Sharing
4ecture"+iscussion
Materials
*andouts,
Powerpoint, 4-+, laptop, chal6,
(hiteboard mar6er,
Procedure
$cti(it 1: Sha!ing on 9lobal5*a!#ing
1. /s6 the participants the2 6now about global warming.
2. (rite the responses on the board.
#. S2nthesi9e the responses and proceed to the discussion of
the <e2 4earning Points.
61
Key Learning Points
1+ *hat is 9lobal *a!#ing
9lobal *a!#ing as defined in www+ha!ibon+o!g+ph
refers to an increase in average global temperature, which
in turn causes climate change. To completel2 understand
wh2 global warming happens, it is important to 6now that
our atmosphere, which is made up of gases such as
nitrogen, o!2gen, and carbon dio!ide as well as water
vapor has an important influence on earthKs surface
temperature.
9lobal wa!#ing refers to the increase in the earthKs mean
temperature due to the so%called enhanced g!eenhouse
effect. 'ases such as carbon dio!ide and methane absorb
heat, thus reducing the amount that escapes bac6 to space,
as the atmosphere absorbs heat energ2.
*uman activities that lead to the increase in concentration
of greenhouse gases @'*'sA include:
a. (orldwide deforestation
b. ncreasing industrial activit2
c. 7otor vehicle emission
d. (aste management practices
e. ntensive agriculture
62
2+ %ffects of 9lobal *a!#ing
/s published in the Philippines +ail2 n=uirer dated
/pril 2#, 2,,1 as well as in www.haribon.org.ph, the
effects of global warming are the following:
a. E!treme t2phoons, droughts, e!treme rain or snow, hail,
landslides and floods in various parts of the world has
been the unusual atmospheric circulation brought about
b2 global warming.
b. -arbon dio!ide emissions, released b2 burning forest
and fossils fuels, trap heat near the earthKs surface the so
called greenhouse effects causing a rise in global
temperatures and creating the potential for more weather
e!tremes.
c. Summers are getting hotter and our so%called winters are
becoming more monsoon%li6e
d. +engue fever is spreading much farther and faster
around the countr2 due to increased humidit2
e. 8ur shores will soon move closer b2 a meter or more
each 2ear @melting of the icecapsA
f. 7ore and more floods are affecting the Philippine
islands and surrounding regions
g. People hunger because their crops were destro2ed in
natural disasters such as storms, floods, or heat"dr2ness
4+ P!e(ention
63
a+ Pe!sonal effo!t 2&ndi(idual le(el3
*ere is a list of simple but practical things that a person
can do to help in the global effort to save our planet b2
reducing greenhouse gas emissions.
7a6e sure 2ou rec2cle newspapers, glass
bottles, tin cans, and maga9ines.
5euse 2our shopping bags instead of getting
new ones each time 2ou go to the mar6et.
+onate 2our unwanted clothes.
Turn off the faucet when 2our brushing 2our
teeth
Turn off electrical devices @lights, fans, TL,
computers, etc.A whenever or not in use.
-hec6 for lea6s @toilets, faucets, pipes, irrigation
s2stem, etc.A
nstall a low%flow shower head.
5ide 2our bi6e instead of driving. Rou will get
2our dail2 e!ercise while 2ou are doing it.
Plant natural"drought > tolerant plants. Some
grasses, groundcovers, shrubs and trees donKt need
to be watered as fre=uentl2.
b+ %ne!g Conse!(ation tips
5eplace lea6ing pipes and fi! lea6ing
faucets.
5efer to the energ2 guide to 6now the
wattage usage of appliances before bu2ing new
appliances.
64
The following 7eralco saving tips will help
lower electricit2 use in households that will also
result to lower electric bill:
3se compact fluorescent lights @-H4sA
instead of incandescent bulb
+oing 2our ironing and laundr2 in bul6 F
8pening refrigerators onl2 when needed
Ensure that the appliances are in good
running condition and well%maintained.
7onitor use of appliances, especiall2 during
summer when electric consumption surges
e.g. air conditioners, refrigerators, free9ers,
electric fans, water pumps and entertainment
appliances @TL and computersA
Turn off"3nplug all electrical devices when
not in use and at night time. Simpl2 turning
these appliances off is not enough because
electrical appliances"devices still consume
power while in stand%b2 mode.
4+ $!e cli#ate change and global wa!#ing the sa#e
thing?
/s e!pounded in the website of the +epartment of Biolog2
of (ashington State, climate change and global warming
are not the same but the2 are closel2 related. t is important
to note that global wa!#ing causes cli#ates to change+
9lobal wa!#ing refers to rising global temperatures, while
cli#ate change includes other more specific 6inds of
changes, too. (armer global temperatures in the
atmosphere and oceans leads to climate changes affecting
rainfall patterns, storms and droughts, growing seasons,
humidit2, and sea level.
65
9lobal wa!#ing is planet%wide, while cli#ate change can
refer to changes at the global, continental, regional and
local levels. Even though a warming trend is global,
different areas around the world will e!perience different
specific changes in their climates, which will have uni=ue
impacts on their local plants, animals and people. / few
areas might even get cooler rather than warmer.
5+ *hat is cli#ate change?
Cli#ate includes patterns of temperature, precipitation,
humidit2, wind and seasons. Cli#ate change affects more
than Just a change in the weather. t refers to seasonal
changes over a long period of time. These climate patterns
pla2 a fundamental role in shaping natural ecos2stems, and
the human economies and cultures that depend on them.
Because so man2 s2stems are tied to climate, a change in
climate can affect man2 related aspects of where and how
people, plants and animals live, such as food production,
availabilit2 and use of water, and health ris6s.
6+ Cli#ate Change in the Philippines
nformation from the +epartment of Energ2 reveals that the
Philippines has e!perienced temperature spi6es brought
about b2 climate change. t has been observed that warming
is e!perienced most in the northern and southern regions of
the countr2, while 7etro 7anila has warmed less than most
parts. n addition, the regions that have warmed the most
@northern 4u9on, 7indanaoA have also dried the most.
4argest precipitation trends are about 1, percent during the
2,th centur2.
66
*ot da2s and hot nights have become more fre=uent.
E!treme weather events have also occurred more
fre=uentl2 since 11),. These include deadl2 and damaging
t2phoons, floods, landslides, severe El ?iSo and 4a ?iSa
events, drought, and forest fires. /dversel2 affected sectors
include agriculture, fresh water, coastal and marine
resources and health.
a+ -is,s $ssociated with Cli#ate Change
/ccording to the Social Protection Thin6 Paper of
+ean 5osalinda Pineda%8freneo entitled
M/ddressing Social +imension of -limate -hange
Through /daptive Social Protection as adopted
from the -limate -hange -ommission, ?ational
Hramewor6 Strateg2 on -limate -hange:
(he country is ranked highest in the
world in terms of vulnerability to
tropical cyclone occurrence, and
third in terms of people exposed to
such seasonal events
An average of ./ typhoons traverse
the country yearly, causing physical
and economic devastation
0limate variability increasingly
induces drought during $l 1i2o
episodes and floods during +a 1i2a
(he )hilippines faces increasing
disaster risks with geologic,seismic
67
dangers closely interacting with such
meteorological ha*ards.
0limate change also threatens the
ability of the country3s ecosystem to
provide life4 support services. In
coastal areas, problems like flooding
and inundation are expected to
increase due to accelerated sea level
rise, in addition to cyclone and
storm surges
6+ &#pact of Cli#ate Change
8n the same paper of +ean 8freneo, the following were
highlighted as impact of climate change:
/griculture is among the most affected and the
outcome is greater food insecurit2
Hishing communities are also affected with more
fre=uent fish 6ills, red tide, coral bleaching, and
others
The destruction of weather%dependent livelihoods in
forestr2, has disastrous effect on the rural poor.
Their productivit2 and incomes decline as food
supplies decrease and food prices increase which
resulted to increasing povert2 and hunger.
The urban poor are also affected since the2 are
usuall2 located on river ban6s and other areas
68
vulnerable to flooding and damage caused b2
t2phoons.
*ealth sector will also be burned to the e!pected
increase of vector%borne and other infectious
diseases such as dengue fever, malaria and cholera.
8ther health%related impacts include malnutrition
and its conse=uences on child development,
increased inJuries, illness and deaths due to heat
waves, floods, droughts, storms and fires and
increased incidence of diarrhea and cardiovascular
diseases.
'roundwater sources ma2be contaminated b2 sea
water that will affect suppl2 of potable water
mpact on (omen:
Because of the social roles of women and girls
which ma6e them more in need and in charge of
water procurement, the2 are affected for the2 have
to wal6 further to reach water sources in rural areas
or =ueue longer in water lines in urban areas.
(hen women are brought to the evacuation centers
due to disaster, their special health, safet2 and
sanitation needs are often not considered. The2 are
also vulnerable to se!ual or gender based violence
in the evacuation camp.
+uring disaster, the multiple burden of women are
increased for the2 are in charge of providing food
and fuel, ta6ing care of the 2oung, sic6 and elderl2
69
while at the same time the2 do not have enough
access to resources, information and decision%
ma6ing bodies.
mpact on ndigenous Peoples
ndigenous peoples live off the land and the
resources found on their ancestral domain ma6e
them more at ris6.
ndigenous women are more disproportionatel2
affected which include: loss of life, livelihood, food
securit2; high health ris6; loss of traditional
6nowledge; water conflict, violation of gender
rights, migration and displacement, less mobilit2,
and further marginali9ation and loss of identit2.
mpact on 8lder Persons
The2 are affected b2 heat stress.
mpact on -hildren
The2 are more vulnerable to malnutrition, dengue
and other vector%borne diseases.
Philippine -esponse to Cli#ate Change
a+ P!esidential Tas, Fo!ce on Cli#ate Change
President 'loria 7acapagal% /rro2o issued
/dministrative 8rder @/8A 101, creating the
Presidential Tas6 Horce on -limate -hange @PTH--A.
n view of the important influence the energ2 sector
70
pla2s in mitigating climate change impact, /8 101%/
designated the +epartment of Energ2 Secretar2 as
-hair of the Tas6 Horce, with the Secretar2 of the
+epartment of Environment and ?atural 5esources
@+E?5A as Lice%-hair. 8ther members of the PTH--
include the Secretaries of the +epartment of Science
and Technolog2 @+8STA, +epartment of /griculture
@+/A, +epartment of nterior and 4ocal 'overnment
@+4'A, and the +epartment of Education @+epEdA, the
-hairman of the -ommission on *igher Education
@-*E+A and two @2A representatives from the private
sector"civil societ2 as members.
b. Cli#ate Change act of 2>>= affirms the
sustainable human development framewor6 of
/genda 21 and :adopts the principle of protecting
the climate s2stem for the benefit of human6ind on
the basis of climate change. t also highlights the
vulnerabilit2 of the poor, women and children to the
dangers of climate change, mandates the integration
of disaster ris6 reduction into climate change
programs and initiatives and the s2stematic
integration of the :concept of climate change in
various phases of polic2 formulation, development
of plans, povert2 reduction strategies and other
development tools and techni=ues b2 all agencies
and instrumentalities of the government.
=+ 4asic tips to help stop cli#ate change
Hrom www.Earth111.com, there are ten simple ever2da2
things people can do to help stop climate change. Ever2
little effort helps and adds up to a whole lot of good.
71
a. Change a light+ 5eplace a regular light bulb
with a compact fluorescent. Rou can save 1&, pounds
of carbon dio!ide each 2ear.T
b. 1!i(e less+ (al6, bi6e, carpool, ta6e mass
transit, and"or trip chain. /ll of these things can help
reduce gas consumption and one pound of carbon
dio!ide for each mile 2ou do not drive.
c. -eccle #o!e and bu !eccled stuff+ Save
up to 2,$,, pounds of carbon dio!ide each 2ear Just b2
rec2cling half of 2our household waste. B2 rec2cling
and bu2ing products with rec2cled content 2ou also
save energ2, resources and landfill space.
d. $(oid p!oducts with a lot of pac,aging+
Preventing waste from being created in the first place
means that there is less energ2 wasted and fewer
resources consumed. (hen 2ou purchase products with
the least amount of pac6aging, not onl2 do 2ou save
mone2, but 2ou also help the environmentU 5educing
2our garbage b2 1,C reduces carbon dio!ide emissions
b2 1,2,, pounds.
e. Plant a t!ee+ / single tree can absorb one
ton of carbon dio!ide over its lifetime.
f. Tu!n off elect!onic de(ices when not in
use+ Simpl2 turning off 2our TL, L-5, computer and
other electronic devices can save each household
thousands of pounds of carbon dio!ide each 2ear.
g. Sta info!#ed+ Sta2 informed about
environmental issues. Share 2our 6nowledge with
72
others. Together, we can and do %&ake $very 5ay
$arth 5ay6'
Application
Participants to form into d2ad and discuss how the2 can
help prevent the further effects of global warming, and to thin6 of
measures to prevent further deterioration of the o9one la2er as
maJor cause of global warming.
Synthesis
'lobal warming is happening and this is caused b2 continued
worldwide deforestation, increasing industrial activit2, motor
vehicle emission, improper waste management practices and
intensive agriculture.
Effects of global warming include having e!treme t2phoons,
droughts, e!treme rain or snow, landslides and floods in various
parts of the world.
Practical things that an individual can do to prevent the continuing
global warming but these are the most practical wa2 to contribute
to the global effort. These include rec2cling the used newspaper,
glass, bottles, tins cans and maga9ines; donate unwanted clothes;
turn off faucet when not in used and turning off electrical devices
whenever or not in use.
73
S%SS&'" 5
/-T8? P4/???'
Introduction
This last session will attempt to use the learnings provided under
this module. The participants are encouraged that learnings will be
applied at the individual level, famil2, organi9ation and communit2
level.
Session Objective
/t the end of the session, the participants should be able to:
1. Prepare an action plan on how to implement the lessons
learned from this module.
Estimated time
74
1 *our
Methodology
'roup (or6shop
4ecture"+iscussion
Materials
*andouts,
Powerpoint, 4-+, laptop, chal6,
(hiteboard mar6er,
/ction plan forms, newsprint, pentel pens, mas6ing
tape
Procedure
$ction Planning
1. 'uide the participants in preparing the action
plan using the matri! that follows:
$ction Plan Mat!i8
75
Session
&dentified
P!oble#.
&ssues in
Co##unit

Possible
Solution
-esou!ces
$(ailable
-esponsible
Pe!son.
'!gani:ation
Session 1
(ater
Session 2
E!creta"*u
man (aste
+isposal
Session 3
5efuse"
(aste"
'arbage
+isposal
Session 4+
'lobal
(arming
and -limate
-hange

ote to the !acilitator
If the captured group or participants, the action plan
should be prepared after the discussion of the whole
module. #owever, if not captured participants, action
plan should be prepared after each session.
76